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題名 臺灣高中英語教科書中的批判性思考
Critical Thinking Representation in English Textbooks for Taiwan’s Senior High Schools作者 李佳璇
Li, Chia-Hsuan貢獻者 黃怡萍
Huang, Yi-Ping
李佳璇
Li, Chia-Hsuan關鍵詞 批判性思考
批判性思考的呈現
英語教科書
內容分析
Critical Thinking (CT)
Critical Thinking Representation
English textbooks
Content Analysis日期 2023 上傳時間 1-Dec-2023 13:43:45 (UTC+8) 摘要 批判性思考，指個體能夠系統性分析文本、合理地提出評價、完整地綜合訊息、有創意地完成任務，是臺灣高中生必備的高層次思考能力。臺灣已有許多學者討論如何培養學生的批判性思考，以及其與英語能力之相關性；然而，批判性考在英語教科書中是如何呈現，卻鮮少被注意。為暸解中等學校英語教科書能否有效引導學生批判性思考，本研究以市占率最高的Ｌ版本為例，針對所收集之593個問句進行內容分析，探究批判性思考在臺灣高中英語教材中的樣貌。研究者延伸Bloom（1956）的認知分類與其修訂版（Anderson & Krathwohl, 2001），並參照臺灣英語文領域課程綱要，設計分析架構，共包含四個類別的批判性思考能力：分析、評價、綜合、創造，用以分析批判性思考在單冊與跨冊教科書的呈現。研究結果顯示，在L版本的閱讀部分，約有三分之一的問句能夠促進學生的批判思考，其中以分析、評價佔比最多，而綜合、創造較少出現。研究亦發現，在跨冊之間，批判性思考能力有漸進式的轉變，由分析、評價到創造，表示批判思考具有累積且分層的特性。根據上述，研究者提出關於如何培養學生不同的批判思考能力，以及如何改善臺灣英語教科書之建議，將對高中英語教師、教科書書商有教學上的啟發。
Critical thinking (CT) is a must-have higher-order thinking ability for senior high students in Taiwan. CT refers to the ability to systematically analyze texts, reasonably evaluate ideas with standards, comprehensively synthesize pieces of information, and imaginatively complete tasks with creativity. While the instruction of CT and the relationship between CT and English have been extensively examined in Taiwan, few studies shed light on how CT is presented in English teaching materials. To investigate the extent to which the English textbooks for secondary schools were conducive to the teaching of CT, the present study intended to conduct a content analysis of the representation of CT in the English textbooks for Taiwan’s senior high schools, using the 593 questions collected from the most widely-used L Book as an example. The researcher expanded Bloom’s taxonomy (1956) and its revision by Anderson and Krathwohl (2001) and drew from Taiwan’s curriculum guideline for English learning to create a coding scheme of four categories of CT skills – Analyzing, Evaluating, Synthesizing, and Creating – and analyzes how CT was presented within and across volumes of textbooks. The results showed that about one-third of the questions in L Book’s English textbooks could promote students’ CT skills, with Analyzing and Evaluating being dominant, and Synthesizing and Creating appearing less frequently. The results also revealed that across volumes was a progressive transition from Analyzing and Evaluating to Creating, indicating CT skills were cumulatively hierarchical. These findings have pedagogical implications for senior high English teachers and textbook publishers in terms of how to cultivate students’ multiple CT skills and how to improve Taiwan’s English textbooks.參考文獻 Agustina, N., Mayuni, I., & Iskandar, I. (2022). Is critical thinking accomodated in junior high school English textbook? 3rd International Conference on Educational Science and Teacher Profession (ICETeP 2021), 43-51. Atlantis Press. Al-Qahtani, E. M. (2019). Critical thinking pedagogy: Using textbooks evaluation and content analysis techniques for Saudi university students. International Journal of Linguistics, Literature and Translation, 2(5), 239-244. Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 63-73. American Psychological Association. (n.d.). Critical thinking. In Dictionary of Psychology. Retrieved from https://dictionary.apa.org/critical-thinking Azizi, M., & Talebinejad, M. R. (2012). Evaluation of general English coursebooks in Iranian universities: A critical thinking perspective. Theory and Practice in Language Studies, 2(10), 2194-2203. Bailin, S., & Siegel, H. (2003). Critical thinking. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds.), The Blackwell Guide to the Philosophy of Education (pp. 181-193). Blackwell Publishing Ltd. Bauman, C. (2020). Writing acts as a vehicle for the development of critical thinking in an adolescent L2 environment: An exploratory study [Unpublished master’s thesis]. Wenzao Ursuline University. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans’ Green. Boswell, C. (2006). The art of questioning: Improving critical thinking. Annual Review of Nursing Education, 4, 291. Bransford, J. D., & Stein, B. S. (1984, 1993). The ideal problem solver: A guide for improving thinking, learning, and creativity (2nd ed.). W. H. Freeman and Company. Chen, S. C. (2020). A case study of the effects of critical thinking instruction on junior high school students’ EFL reading comprehension [Unpublished master’s thesis]. Providence University. Chen, T. P. (2019). Gender representation in English textbooks of senior high school – A content analysis. 臺中教育大學學報：人文藝術類, 33(2), 25-44. https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=18176429-201912-202001160017-202001160017-25-44 Chen, Y. J. (2021). The influence of critical thinking skill trainings on English fluency and coherence [Unpublished master’s thesis]. National Taipei University of Education. Cheng, Y. S., & Chang, S. C. (2022). Do senior high school English textbooks sufficiently prepare students for the high-stakes college entrance examinations? A corpus-based analysis of text difficulty. 教科書研究, 15(1), 43-80. https://doi.org/10.6481/JTR.202204_15(1).02 Chou, P. I., Wang, Y. T., & Wu, S. T. (2019). Content analysis of core concepts of global competence in junior high school English textbooks in Taiwan: Taking the content domains of the cognitive tests in the PISA 2018 Global Competence Assessment as a framework. Journal of Textbook Research, 12(1), 1-38. https://doi.org/10.6481/JTR.201904_12(1).01 College Entrance Examination Center (2019). 111 GSAT English test – Preparation guide. Retrieved from https://reurl.cc/qNOL33 College Entrance Examination Center (n.d.). Retrieved from https://www.ceec.edu.tw/xmfile?xsmsid=0J052424829869345634 College Entrance Examination Center (n.d.). 素養導向命題. Retrieved from https://ghresource.k12ea.gov.tw/nss/p/index Cooper, J. (2006). Literacy: Helping children construct meaning (6th ed.). Houghton Mifflin Co. Curriculum and Instruction Resources Network. (n.d.). Grade 1-9 curriculum guidelines core competence: Independent thinking and problem solving. Retrieved from https://cirn.moe.edu.tw/WebContent/index.aspx?sid=9&mid=221 Dewey, J. (1910). How we think. B. C. HEATH & Co. Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32(3), 179-186. Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341-352. Forum, W. E. (2020). The future of jobs report 2020. Retrieved from https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406. Güzel, S. (2022). The importance of reading activities in reading comprehension. Disiplinlerarası Yenilik Araştırmaları Dergisi, 2(1), 29-34. Hestrian, R. A. P., Aliyah, S. L., & Afifah, P. L. D. (2021). A content analysis of critical thinking representation in English textbook for twelve grades. UHAMKA International Conference on ELT and CALL, 148-152. Hitchcock, D. (2018). Critical thinking. In Stanford Encyclopedia of Philosophy. Retrieved from https://plato.stanford.edu/entries/critical-thinking/ Huang, M. C., & Pai, I. F. (2009). Speech acts in elementary school English instruction: Textbook analysis and teacher perceptions. 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SPECTRUM: NCUE Studies in Language, Literature, Translation, (5), 89-115. https://doi.org/10.29601/YYWYLL.200907.0006 Liaw, M. L. (2007). Content-based reading and writing for critical thinking skills in an EFL context. 英語教學期刊, 31(2), 45-87. https://doi.org/10.6330/ETL.2007.31.2.02 Licoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. In Naturalistic Inquiry (pp. 289-331). SAGE. Lin, C. Y. (2005). Incorporating critical thinking into English language teaching in the film-based classroom. 教育暨外國語文學報, (2), 53-69. Liu, E. P. H., Wu, V. W. C., & Shieh, R. S. (2015). Enhancing EFL students’ critical thinking and writing: An asynchronous debate instructional design. 英語教學期刊, 39(3), 33-59. https://doi.org/10.6330/ETL.2015.39.3.02 Liu, W. S. (2019). Research on creative thinking, problem solving and critical thinking of using blocks vehicle in STEAM course for lower elementary grades [Unpublished master’s thesis]. National Yunlin University of Science and Technology. Luise B. 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An analysis of reading comprehension questions in English textbook “English for Iraq” according to revised Bloom’s Taxonomy. Turkish Journal of Computer and Mathematics Education, 12(7), 2868-2874. Zamel, V. (1992). Writing one’s way into reading. TESOL Quarterly, 26(3), 463-485. Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37–59. 描述 碩士
國立政治大學
英國語文學系
110551008資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110551008 資料類型 thesis dc.contributor.advisor 黃怡萍 zh_TW dc.contributor.advisor Huang, Yi-Ping en_US dc.contributor.author (Authors) 李佳璇 zh_TW dc.contributor.author (Authors) Li, Chia-Hsuan en_US dc.creator (作者) 李佳璇 zh_TW dc.creator (作者) Li, Chia-Hsuan en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Dec-2023 13:43:45 (UTC+8) - dc.date.available 1-Dec-2023 13:43:45 (UTC+8) - dc.date.issued (上傳時間) 1-Dec-2023 13:43:45 (UTC+8) - dc.identifier (Other Identifiers) G0110551008 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/148531 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 110551008 zh_TW dc.description.abstract (摘要) 批判性思考，指個體能夠系統性分析文本、合理地提出評價、完整地綜合訊息、有創意地完成任務，是臺灣高中生必備的高層次思考能力。臺灣已有許多學者討論如何培養學生的批判性思考，以及其與英語能力之相關性；然而，批判性考在英語教科書中是如何呈現，卻鮮少被注意。為暸解中等學校英語教科書能否有效引導學生批判性思考，本研究以市占率最高的Ｌ版本為例，針對所收集之593個問句進行內容分析，探究批判性思考在臺灣高中英語教材中的樣貌。研究者延伸Bloom（1956）的認知分類與其修訂版（Anderson & Krathwohl, 2001），並參照臺灣英語文領域課程綱要，設計分析架構，共包含四個類別的批判性思考能力：分析、評價、綜合、創造，用以分析批判性思考在單冊與跨冊教科書的呈現。研究結果顯示，在L版本的閱讀部分，約有三分之一的問句能夠促進學生的批判思考，其中以分析、評價佔比最多，而綜合、創造較少出現。研究亦發現，在跨冊之間，批判性思考能力有漸進式的轉變，由分析、評價到創造，表示批判思考具有累積且分層的特性。根據上述，研究者提出關於如何培養學生不同的批判思考能力，以及如何改善臺灣英語教科書之建議，將對高中英語教師、教科書書商有教學上的啟發。 zh_TW dc.description.abstract (摘要) Critical thinking (CT) is a must-have higher-order thinking ability for senior high students in Taiwan. CT refers to the ability to systematically analyze texts, reasonably evaluate ideas with standards, comprehensively synthesize pieces of information, and imaginatively complete tasks with creativity. While the instruction of CT and the relationship between CT and English have been extensively examined in Taiwan, few studies shed light on how CT is presented in English teaching materials. To investigate the extent to which the English textbooks for secondary schools were conducive to the teaching of CT, the present study intended to conduct a content analysis of the representation of CT in the English textbooks for Taiwan’s senior high schools, using the 593 questions collected from the most widely-used L Book as an example. The researcher expanded Bloom’s taxonomy (1956) and its revision by Anderson and Krathwohl (2001) and drew from Taiwan’s curriculum guideline for English learning to create a coding scheme of four categories of CT skills – Analyzing, Evaluating, Synthesizing, and Creating – and analyzes how CT was presented within and across volumes of textbooks. The results showed that about one-third of the questions in L Book’s English textbooks could promote students’ CT skills, with Analyzing and Evaluating being dominant, and Synthesizing and Creating appearing less frequently. The results also revealed that across volumes was a progressive transition from Analyzing and Evaluating to Creating, indicating CT skills were cumulatively hierarchical. These findings have pedagogical implications for senior high English teachers and textbook publishers in terms of how to cultivate students’ multiple CT skills and how to improve Taiwan’s English textbooks. en_US dc.description.tableofcontents ACKNOWLEDGEMENT iii CHINESE ABSTRACT iv ENGLISH ABSTRACT v TABLE OF CONTENTS vi LIST OF TABLES viii LIST OF FIGURES ix CHAPTER ONE: INTRODUCTION 1 CHAPTER TWO: LITERATURE REVIEW 5 Critical Thinking 5 Critical Thinking Definitions 5 Critical Thinking Taxonomies 8 Critical Thinking in the Form of Questions 11 Textbook Analysis of Critical Thinking 13 Critical Thinking in the Taiwan Context 17 CHAPTER THREE: METHODOLOGY 21 Data Sets 21 Coding Scheme 26 Inter-Rater Reliability 32 CHAPTER FOUR: RESULTS 33 Critical Thinking Representation within Volumes 33 Thinking Ahead (TA) 39 Reading Strategy (RS) 43 Reading Selection (R) 44 Think & Reflect (TR) 53 Patterns of Critical Thinking Representation across Volumes 56 Patterns of Critical Thinking Representation in Reading 59 Patterns of Critical Thinking Representation in Thinking 63 CHAPTER FIVE: DISCUSSION 67 Critical Thinking Representation within Volumes 67 The W-Shaped Flow of Cognitive Level 67 The Most Frequently Required Critical Thinking Skills 70 The Missing Critical Thinking Skills 72 The Causes of NAs 74 Patterns of Critical Thinking Representation across Volumes 76 Patterns of Critical Thinking Representation in Reading 76 Patterns of Critical Thinking Representation in Thinking 77 CHAPTER SIX: CONCLUSION 79 Summary of the Study 79 Pedagogical Implications 80 For Textbook Publishers 80 For English Teachers 81 Limitations and Suggestions for Future Research 82 REFERENCES 85 APPENDIX 93 zh_TW dc.format.extent 6699916 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110551008 en_US dc.subject (關鍵詞) 批判性思考 zh_TW dc.subject (關鍵詞) 批判性思考的呈現 zh_TW dc.subject (關鍵詞) 英語教科書 zh_TW dc.subject (關鍵詞) 內容分析 zh_TW dc.subject (關鍵詞) Critical Thinking (CT) en_US dc.subject (關鍵詞) Critical Thinking Representation en_US dc.subject (關鍵詞) English textbooks en_US dc.subject (關鍵詞) Content Analysis en_US dc.title (題名) 臺灣高中英語教科書中的批判性思考 zh_TW dc.title (題名) Critical Thinking Representation in English Textbooks for Taiwan’s Senior High Schools en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Agustina, N., Mayuni, I., & Iskandar, I. (2022). Is critical thinking accomodated in junior high school English textbook? 3rd International Conference on Educational Science and Teacher Profession (ICETeP 2021), 43-51. Atlantis Press. Al-Qahtani, E. M. (2019). Critical thinking pedagogy: Using textbooks evaluation and content analysis techniques for Saudi university students. International Journal of Linguistics, Literature and Translation, 2(5), 239-244. Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 63-73. American Psychological Association. (n.d.). Critical thinking. In Dictionary of Psychology. Retrieved from https://dictionary.apa.org/critical-thinking Azizi, M., & Talebinejad, M. R. (2012). Evaluation of general English coursebooks in Iranian universities: A critical thinking perspective. Theory and Practice in Language Studies, 2(10), 2194-2203. Bailin, S., & Siegel, H. (2003). Critical thinking. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds.), The Blackwell Guide to the Philosophy of Education (pp. 181-193). Blackwell Publishing Ltd. Bauman, C. (2020). Writing acts as a vehicle for the development of critical thinking in an adolescent L2 environment: An exploratory study [Unpublished master’s thesis]. Wenzao Ursuline University. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans’ Green. Boswell, C. (2006). The art of questioning: Improving critical thinking. Annual Review of Nursing Education, 4, 291. Bransford, J. D., & Stein, B. S. (1984, 1993). The ideal problem solver: A guide for improving thinking, learning, and creativity (2nd ed.). W. H. Freeman and Company. Chen, S. C. (2020). A case study of the effects of critical thinking instruction on junior high school students’ EFL reading comprehension [Unpublished master’s thesis]. Providence University. Chen, T. P. (2019). Gender representation in English textbooks of senior high school – A content analysis. 臺中教育大學學報：人文藝術類, 33(2), 25-44. https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=18176429-201912-202001160017-202001160017-25-44 Chen, Y. J. (2021). The influence of critical thinking skill trainings on English fluency and coherence [Unpublished master’s thesis]. National Taipei University of Education. Cheng, Y. S., & Chang, S. C. (2022). Do senior high school English textbooks sufficiently prepare students for the high-stakes college entrance examinations? A corpus-based analysis of text difficulty. 教科書研究, 15(1), 43-80. https://doi.org/10.6481/JTR.202204_15(1).02 Chou, P. I., Wang, Y. T., & Wu, S. T. (2019). Content analysis of core concepts of global competence in junior high school English textbooks in Taiwan: Taking the content domains of the cognitive tests in the PISA 2018 Global Competence Assessment as a framework. 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